Exploring tools and ideas
Students get their hands on cameras, tablets, microphones, and drawing apps. They poke around to see what each one does and start coming up with ideas for pictures, sounds, and short videos to make.
What does a student learn in
This is the year students start playing with simple media like photos, short videos, drawings on a tablet, and recorded sounds. Students try out their own ideas, pick which ones to share with the class, and talk about what they made and why. They also look at pictures and videos from other people and say what they notice. By spring, students can take a photo or make a short recording and tell a grown-up the story behind it.
- Photos and video
- Recorded sounds
- Sharing artwork
- Talking about art
- Sparking ideas
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Making and shaping projects
Students turn ideas into real projects, like a photo, a short recording, or a simple animation. They try things, change their minds, and keep working until a project feels finished.
- 3
Sharing work with others
Students pick which photos, sounds, or videos to show classmates and family. They practice presenting their work and saying what they wanted it to mean.
- 4
Looking and responding
Students watch and listen to art made by classmates, on screens, and in books. They talk about what they notice, what it reminds them of, and what they like or would change.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students use things they already know and moments from their own lives as the starting point for making art.
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Relate artistic ideas and works with societal, cultural
Students connect what they make and see in art to the world around them, noticing how stories, places, and people they know show up in creative work.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they already know and moments from their own lives as the starting point for making art. | MA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students connect what they make and see in art to the world around them, noticing how stories, places, and people they know show up in creative work. | MA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students explore simple ideas for making art with photos, videos, or digital tools, then decide what they want to create.
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Organize and develop artistic ideas and work
Students sort pictures, sounds, or movements into a simple plan before making their media project.
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Refine and complete artistic work
Students finish a media project they started, making small changes until it feels done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students explore simple ideas for making art with photos, videos, or digital tools, then decide what they want to create. | MA:Cr1.pk |
| Organize and develop artistic ideas and work | Students sort pictures, sounds, or movements into a simple plan before making their media project. | MA:Cr2.pk |
| Refine and complete artistic work | Students finish a media project they started, making small changes until it feels done. | MA:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick which drawing, story, or project they want to share with the class. Choosing what to present is its own skill.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project (a drawing, photo, or short video) more than once, making small improvements before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share a drawing, song, or story they made and show what it means to them.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which drawing, story, or project they want to share with the class. Choosing what to present is its own skill. | MA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project (a drawing, photo, or short video) more than once, making small improvements before sharing it with others. | MA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a drawing, song, or story they made and show what it means to them. | MA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at images, sounds, or short videos and share what they notice. Early on, the goal is simply to pay attention and put what they see or hear into words.
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Interpret intent and meaning in artistic work
Students look at a piece of artwork or a short video and say what they think it is about or how it makes them feel. There is no single right answer.
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Apply criteria to evaluate artistic work
Students look at a piece of art or media and say what they like about it and why. They start learning to give a reason for their opinion, not just "I like it."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at images, sounds, or short videos and share what they notice. Early on, the goal is simply to pay attention and put what they see or hear into words. | MA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of artwork or a short video and say what they think it is about or how it makes them feel. There is no single right answer. | MA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a piece of art or media and say what they like about it and why. They start learning to give a reason for their opinion, not just "I like it." | MA:Re9.pk |
Common Questions
What is media arts for a four-year-old?
Media arts is making and sharing things with cameras, recordings, drawings on a tablet, or simple animations. At this age it looks like taking photos of a block tower, recording a silly voice, or arranging pictures to tell a short story.
What should students be able to do by the end of the year?
Students should be able to come up with an idea, use a tool like a camera or tablet to capture it, and share what they made with someone else. They should also be able to say what they like about their work and a friend's work.
How can families support media arts at home?
Hand over a phone or tablet for five minutes and let students take photos of things they care about. Ask what they wanted to show and why they picked that picture. Saving a few favorites in a folder makes the work feel real.
My child just presses buttons. Is that okay?
Yes. Exploring buttons and seeing what happens is the first step. Once that feels familiar, ask one small question like, can you take a picture of something red, to nudge play toward a purpose.
How much screen time does this involve?
Very little. Most of the work is short bursts of capturing or recording, then talking about what was made. Looking at and discussing the finished piece matters more than time spent on the device.
How should media arts be sequenced across the year?
Start with exploring one tool at a time, such as a camera, then a voice recorder, then a simple drawing app. Move from free play to small prompts, then to short projects that connect to classroom themes like family, weather, or favorite stories.
What usually needs the most reteaching?
Holding the device still, framing the subject in the picture, and waiting before talking into a recording. Short modeling and lots of repeat tries help more than long instructions.
How do I know students are ready for kindergarten media arts?
Students should pick a tool on purpose, make something with an idea behind it, and explain what it is about. They should also be able to listen to a classmate share work and say one thing they noticed.
How does this connect to other subjects?
Media arts pulls in language when students describe their work, math when they sort or sequence pictures, and social studies when they record family stories or community places. A photo project about home can cover several areas at once.